Connecting Math and Literature p. 142 Math Problem: Logical Reasoning
Opal, Sweetie Pie, Miss Franny, Otis, and Amanda shared stories about favorite animals. The talked about parrots, lizards, mice, rabbits, and fish.
Miss Franny does not like lizards or mice.
Opal likes small furry animals.
Sweety Pie talked about an animal with long ears.
Amanda’s animal has 2 legs
Can you tell hat animal each person talked about?
parrots
lizards
mice
rabbits
fish
Miss Franny
X
X
X
X
Y
Otis
X
Y
X
X
X
Amanda
Y
X
X
X
X
Sweetie Pie
X
X
X
Y
X
Opal
X
X
Y
X
X
Character Traits p.143-144 A. Sweetie Pie Thomas —> Clinging Cathy Stevie Dewberry —> Backstabber Bill Dunlap Dewberry à Wally Whatever Amanda Wilkinsonà Bragging Bobby Miss Franny Block à Willy Whimper
B. Yes, I sometimes act like Bragging Bobby around to friends (best Friends) and with my family.
C.
Trustworthy Positive Optimistic Honest Supportive Fun Good listener
What's in a Chapter p. 145
Chapter 9: Again, Winn Dixie is instrumental in introducing Opal to the some of the residents of Naomi. This chapter introduces to a new character, Gloria Dump, who has a quite a few things in common with the main character Opal. Also, we get a glimpse two more possible characters that might have roles in later chapters of the book. Chapter 10: Opal and Gloria connect. Gloria is a solid character who is also a listener. In this chapter we watch the effect of Winn Dixie on Opal, Gloria, and the preacher. Chapter 11: The bond between the preacher and Opal is growing stronger. We learn about Winn Dixie’s pathological fear of thunderstorms. This chapter is a possible foreshadow-er to what might happen to Winn Dixie at the end of the book Character Match p. 146
Report Card Book Report p. 154 Figure of Speech and Palindrome contest
simile
metaphor
hyperbole
oxymoron
He looked like a big piece of old brown carpet p.11 “Made her feel like A bug under a microscope” p 28
Winn Dixie looked like a furry bullet. P.36
“War is hell” p.105
And there seemed Like a whole army of Winn Dixie employees p.8
“She could stick a tire in the ground and make a car grow.” p.26
“She burnt everything, including water” p. 27
“mosquitos so big they could fly away with you” p.45
Overgrown jungle of a yard p.63l
Palindromes
pages
I Did Mmmmmm Heh heh heh Hah Ma’am huh Eye
5 8 16 63 64 65 73 78
Hadil Fonouni
Danielle Peters
June 19, 2013 EDUC 472-4 Grade 3 Language Arts Lesson Plan Title: Adjective Poems Lesson Plan
Purpose: To compose a written poem based on a large quantity of unique adjectives. The adjectives will be related to a noun that is personal to the student. We will review adjectives and implement in a guided practice. The students will be able to evoke their senses as we get them to call upon the five senses to come up with adjectives that describe a noun. We will encourage them to use emotion and ask them to describe how that noun makes them feel to push them farther in their thinking about adjectives. They will be asked to visualize or paint a picture in their minds and then describe it. We will explain that adjectives are necessary to paint pictures in reader’s minds. Adjectives help the reader see what the writer mean.
Learning Outcome: The students will have learned a variety of new adjectives and how two or more adjectives can be used to describe one noun. The students will also be able to write their own poem using adjectives to describe a noun that is personal to them.
PLO’s: A1 – Use speaking and listening to interact with others for the purpose of contributing to a class goal and completing a task.
A11 – Use the features of oral language to convey and derive meaning, including speaking with subject-verb agreement, and use adjectives.
C3 – Create a variety of imaginative writing and representations following patterns modeled from literature, featuring ideas, developed through interesting sensory details and experimentation with word choice by using new, unusual words and varied descriptive and sensory language.
Materials:
“Many Luscious Lollipops” by Ruth Heller
“Alexander & the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst
Overhead projector, Board, Anchor Chart, Poem Outline Handouts
Bridge-In (Hook):
1) Remind students (jog memory – activate prior knowledge) of previous lessons about adjectives. What are they? What do they do? (If necessary read to review – “Many Luscious Lollipops” until they remember. During this time we will create an Anchor Chart. Pre existing knowledge: that they know that a noun is a person, place or thing and that there can be plural and non-plural nouns. We will confirm that the students understand the difference between regular (common) nouns and proper nouns.
2) After reading we will have a class discussion about the adjectives that appear in the title. Do the adjectives go along together? Do they support each other in describing the noun?
3) Guided Practice: Brainstorm a list of adjectives as a class. Write a group poem using a given plural noun to emulate the poem “Pumpkins, Pumpkins Pumpkins.” This will scaffold the students before they attempt to write a poem on their own.
4) Independent practice: Students will write their own adjective poem using the same format (outline) as we did as a class. Students will have alongside them their Personal Spelling Dictionary. If students don’t know a word, they can look to their personal dictionary to find it or add a challenging word. We will remind the students to “Ask 3 Before You Ask Me.”
Input From You/Guided Practice: We will be facilitating the lesson, as we want the discussion to revolve around the student’s insight and input. We want to push them farther in their thinking to find different adjectives that can describe the same noun. We will help them write a poem as a class and guide them in the concept and through the examples, but will allow them to work on their own as well. The students will be able to problem solve with each other and as a class through discussions and activities.
Closure: We will have a class discussion to encourage a community of learners. We will summarize the main ideas and identify future problems. A lot of the learning will occur here because students can discuss their challenges and solutions. The discussion will include all students. We will then give the students the opportunity to be a part of the “Author Chair Share.” If students want to share their poem, they can sit in the chair and share with the rest of the class. This is optional as some students will be shy or not want to share their work.
Check for understanding: That the students are able to use multiple adjectives that work together to describe a noun. That students understand that adjectives can be identified numbers, colours or sizes. We will check this through a formative and summative assessment. We will be observing their discussions, see how they share ideas, how they participate in the group poem and how they and when they write their own poem.
Assessment:
Formative: A1 - looking for the students to be sharing ideas relevant to the class activity and discussion (Brainstorming adjectives and making an anchor chart). We will be looking for students as they share ideas, opinions and feelings regarding adjectives or nouns (senses.) We will look to see if the students are asking for assistance from peers and adults (“Ask 3 Before You Ask Me”).
C3 - Are the students able to create imaginative writing and representations in their poem? The writing contains descriptions enhanced through sensory details. Are the students able to emulate the style of authors (“Pumpkins, Pumpkins, Pumpkins”).
A11: Students order adjectives and connect words to link ideas in their poem. Are able to speak with adjectives and use them correctly.
Summative: Our summative assessment would be the final product, which is the student’s personal poem
Math Problem:
Logical Reasoning
Opal, Sweetie Pie, Miss Franny, Otis, and Amanda shared stories about favorite animals. The talked about parrots, lizards, mice, rabbits, and fish.
Can you tell hat animal each person talked about?
Character Traits p.143-144
A.
Sweetie Pie Thomas —> Clinging Cathy
Stevie Dewberry —> Backstabber Bill
Dunlap Dewberry à Wally Whatever
Amanda Wilkinsonà Bragging Bobby
Miss Franny Block à Willy Whimper
B.
Yes, I sometimes act like Bragging Bobby around to friends (best Friends) and with my family.
C.
Positive
Optimistic
Honest
Supportive
Fun
Good listener
What's in a Chapter p. 145
Chapter 9: Again, Winn Dixie is instrumental in introducing Opal to the some of the residents of Naomi. This chapter introduces to a new character, Gloria Dump, who has a quite a few things in common with the main character Opal. Also, we get a glimpse two more possible characters that might have roles in later chapters of the book.
Chapter 10: Opal and Gloria connect. Gloria is a solid character who is also a listener. In this chapter we watch the effect of Winn Dixie on Opal, Gloria, and the preacher.
Chapter 11: The bond between the preacher and Opal is growing stronger. We learn about Winn Dixie’s pathological fear of thunderstorms. This chapter is a possible foreshadow-er to what might happen to Winn Dixie at the end of the book
Character Match p. 146
Report Card Book Report p. 154
Figure of Speech and Palindrome contest
“Made her feel like
A bug under a microscope” p 28
Winn Dixie looked like a furry bullet. P.36
“She could stick a tire in the ground and make a car grow.” p.26
“She burnt everything, including water” p. 27
“mosquitos so big they could fly away with you” p.45
Overgrown jungle of a yard p.63l
Did
Mmmmmm
Heh heh heh
Hah
Ma’am
huh
Eye
8
16
63
64
65
73
78
Hadil Fonouni
Danielle Peters
June 19, 2013
EDUC 472-4
Grade 3
Language Arts Lesson Plan
Title: Adjective Poems Lesson Plan
Purpose: To compose a written poem based on a large quantity of unique adjectives. The adjectives will be related to a noun that is personal to the student. We will review adjectives and implement in a guided practice. The students will be able to evoke their senses as we get them to call upon the five senses to come up with adjectives that describe a noun. We will encourage them to use emotion and ask them to describe how that noun makes them feel to push them farther in their thinking about adjectives. They will be asked to visualize or paint a picture in their minds and then describe it. We will explain that adjectives are necessary to paint pictures in reader’s minds. Adjectives help the reader see what the writer mean.
Learning Outcome: The students will have learned a variety of new adjectives and how two or more adjectives can be used to describe one noun. The students will also be able to write their own poem using adjectives to describe a noun that is personal to them.
PLO’s: A1 – Use speaking and listening to interact with others for the purpose of contributing to a class goal and completing a task.
A11 – Use the features of oral language to convey and derive meaning, including speaking with subject-verb agreement, and use adjectives.
C3 – Create a variety of imaginative writing and representations following patterns modeled from literature, featuring ideas, developed through interesting sensory details and experimentation with word choice by using new, unusual words and varied descriptive and sensory language.
Materials:
“Many Luscious Lollipops” by Ruth Heller
“Alexander & the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst
Overhead projector, Board, Anchor Chart, Poem Outline Handouts
Bridge-In (Hook):
1) Remind students (jog memory – activate prior knowledge) of previous lessons about adjectives. What are they? What do they do? (If necessary read to review – “Many Luscious Lollipops” until they remember. During this time we will create an Anchor Chart. Pre existing knowledge: that they know that a noun is a person, place or thing and that there can be plural and non-plural nouns. We will confirm that the students understand the difference between regular (common) nouns and proper nouns.
2) After reading we will have a class discussion about the adjectives that appear in the title. Do the adjectives go along together? Do they support each other in describing the noun?
3) Guided Practice: Brainstorm a list of adjectives as a class. Write a group poem using a given plural noun to emulate the poem “Pumpkins, Pumpkins Pumpkins.” This will scaffold the students before they attempt to write a poem on their own.
4) Independent practice: Students will write their own adjective poem using the same format (outline) as we did as a class. Students will have alongside them their Personal Spelling Dictionary. If students don’t know a word, they can look to their personal dictionary to find it or add a challenging word. We will remind the students to “Ask 3 Before You Ask Me.”
Input From You/Guided Practice: We will be facilitating the lesson, as we want the discussion to revolve around the student’s insight and input. We want to push them farther in their thinking to find different adjectives that can describe the same noun. We will help them write a poem as a class and guide them in the concept and through the examples, but will allow them to work on their own as well. The students will be able to problem solve with each other and as a class through discussions and activities.
Closure: We will have a class discussion to encourage a community of learners. We will summarize the main ideas and identify future problems. A lot of the learning will occur here because students can discuss their challenges and solutions. The discussion will include all students. We will then give the students the opportunity to be a part of the “Author Chair Share.” If students want to share their poem, they can sit in the chair and share with the rest of the class. This is optional as some students will be shy or not want to share their work.
Check for understanding: That the students are able to use multiple adjectives that work together to describe a noun. That students understand that adjectives can be identified numbers, colours or sizes. We will check this through a formative and summative assessment. We will be observing their discussions, see how they share ideas, how they participate in the group poem and how they and when they write their own poem.
Assessment:
Formative:
A1 - looking for the students to be sharing ideas relevant to the class activity and discussion (Brainstorming adjectives and making an anchor chart). We will be looking for students as they share ideas, opinions and feelings regarding adjectives or nouns (senses.) We will look to see if the students are asking for assistance from peers and adults (“Ask 3 Before You Ask Me”).
C3 - Are the students able to create imaginative writing and representations in their poem? The writing contains descriptions enhanced through sensory details. Are the students able to emulate the style of authors (“Pumpkins, Pumpkins, Pumpkins”).
A11: Students order adjectives and connect words to link ideas in their poem. Are able to speak with adjectives and use them correctly.
Summative:
Our summative assessment would be the final product, which is the student’s personal poem